Now that you have had a chance to experience science education as it actually occurs, it might be useful for you to reflect on the role that you want inquiry to play in your own classroom. Before you do this, please look back on the resources and results from questions 3 and 4 from our inquiry jigsaw activity from last semester. After this review answer the following questions:
After considering the expectations for classroom inquiry presented in state and national standards what you think you will try to do in your own classroom?
As inquiry is of great importance in all classrooms, especially science, I will always leave time to incorporate this way of learning in each unit of study. It usually takes a great deal of time and preparation so it is imperative to be highly organized when implementing this method of learning. I believe that to start any inquiry based lesson that there must be a slight form of guidance. Especially in the middle level as well as early high school level. Students will need this push to begin. However, I feel (since I've just completed two major inquiry labs) that once they are started and realize that they are responsible for their own learning they fall into the "gist" of things and respect the fact that we (teachers) are allowing them freedom to learn in whatever way they see fit. I agree with the state and national standards when it comes to inquiry, and I believe that in order to learn anything in complete thoroughness that one must do so by engaging in the activity and creating their own path of knowledge.
What resources and other forms of support do you think would be useful in order to be able to support classroom inquiry during your early years of teaching?
I believe one of the best ways to incorporate inquiry into classrooms is through the usage of computer technology. However, this needs to be paired with concise written direction about what is expected of the students for the final result. Also, there are obvious resources such as materials needed to run certain labs during different units. These resources are pretty accessible because usually when you're accepting into a position you "adopt" the materials already in the classroom that you will be working in. Also, department chairs and other teachers of similar disciplines will more than likely help you to find any missing materials. Lastly, different disciplines hold a certain amount of money in their "budget" that will aid in paying for missing materials needed for labs. I believe that if a new teacher is doubt all they need to do is ask a teacher (preferably in the same subject) about what they need to do to obtain certain needed items.
After considering the expectations for classroom inquiry presented in state and national standards what you think you will try to do in your own classroom?
As inquiry is of great importance in all classrooms, especially science, I will always leave time to incorporate this way of learning in each unit of study. It usually takes a great deal of time and preparation so it is imperative to be highly organized when implementing this method of learning. I believe that to start any inquiry based lesson that there must be a slight form of guidance. Especially in the middle level as well as early high school level. Students will need this push to begin. However, I feel (since I've just completed two major inquiry labs) that once they are started and realize that they are responsible for their own learning they fall into the "gist" of things and respect the fact that we (teachers) are allowing them freedom to learn in whatever way they see fit. I agree with the state and national standards when it comes to inquiry, and I believe that in order to learn anything in complete thoroughness that one must do so by engaging in the activity and creating their own path of knowledge.
What resources and other forms of support do you think would be useful in order to be able to support classroom inquiry during your early years of teaching?
I believe one of the best ways to incorporate inquiry into classrooms is through the usage of computer technology. However, this needs to be paired with concise written direction about what is expected of the students for the final result. Also, there are obvious resources such as materials needed to run certain labs during different units. These resources are pretty accessible because usually when you're accepting into a position you "adopt" the materials already in the classroom that you will be working in. Also, department chairs and other teachers of similar disciplines will more than likely help you to find any missing materials. Lastly, different disciplines hold a certain amount of money in their "budget" that will aid in paying for missing materials needed for labs. I believe that if a new teacher is doubt all they need to do is ask a teacher (preferably in the same subject) about what they need to do to obtain certain needed items.